Liu Yansheng, Zhu Jiangyi, Shang Yulong, Han Ying
Department of Gastroenterology, Xijing Hospital, Air Force Medical University, Xi'an 710032, China.
Department of Gastroenterology, Xijing Hospital, Air Force Medical University, Xi'an 710032, China. *Corresponding author, E-mail:
Xi Bao Yu Fen Zi Mian Yi Xue Za Zhi. 2024 Dec;40(12):1146-1150.
Objective To explore the effects of peer assistance model based on mini-clinical evaluation exercise (Mini-CEX) combined with direct observation of procedural skill (DOPS) in the teaching of autoimmune liver diseases (AILDs). Methods A total of 115 residents receiving training in the Department of Gastroenterology of Xijing Hospital were selected and divided into a control group and an experimental group according to the order in which they came to the department. The control group received traditional teaching mode, while the experimental group underwent peer assistance model based on Mini-CEX combined with DOPS. Results The experimental group showed significantly higher scores in both clinical competence and medical record documentation compared to the control group. In addition, the experimental group reported higher satisfaction levels in terms of self-learning ability, learning interest, communication skills and cooperation ability. The overall satisfaction of the experimental group is higher than that of the control group. Conclusion The use of peer assisted learning mode based on Mini-CEX and DOPS in the AILD teaching could improve the teaching effects.
目的 探讨基于迷你临床演练评估（Mini-CEX）联合操作技能直接观察法（DOPS）的同伴辅助模式在自身免疫性肝病（AILDs）教学中的效果。方法 选取西京医院消化内科115名规培学员，按到科先后顺序分为对照组和试验组。对照组采用传统教学模式，试验组采用基于Mini-CEX联合DOPS的同伴辅助模式。结果 试验组的临床能力和病历书写成绩均显著高于对照组。此外，试验组在自主学习能力、学习兴趣、沟通能力及合作能力方面的满意度更高。试验组的总体满意度高于对照组。结论 在AILDs教学中应用基于Mini-CEX和DOPS的同伴辅助学习模式可提高教学效果。
